WorldCat Identities

Wehlage, Gary

Overview
Works: 28 works in 80 publications in 2 languages and 3,024 library holdings
Genres: Case studies  Academic theses  Abstracts 
Roles: Author, Creator, Other
Classifications: LB1570, 372.190973
Publication Timeline
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Most widely held works by Gary Wehlage
Lessons from library power : enriching teaching and learning : final report of the evaluation of the national library power initiative : an initiative of the DeWitt Wallace-Reader's Digest Fund by Douglas Zweizig( )

3 editions published in 1999 in English and held by 771 WorldCat member libraries worldwide

This book presents the results of an evaluation of Library Power, an initiative of the DeWitt Wallace-Reader's Digest Fund that provided support for school library development in 19 communities. Following an introductory chapter, the chapters are organized around key questions of the evaluation. Chapters 2 through 4 address the implementation of key components of Library Power: improved collections; flexible access to an improved library facility; and a collaborative approach to using library resources in instruction. Chapters 5 through 7 covers some consequences of Library Power programs: how the program interacted with curriculum planning and instructional operation of the school, and how Library Power operated in conjunction with various school reform initiatives. Chapter 8 discusses how professional development was used as a strategy to communicate the intentions of the program, transmit needed skills, and foster the formation of teams in schools with a focus on the use of library materials in instruction. Chapter 9 examines the degree to which key Library Power practices can be seen to have been incorporated into school practice and the likelihood of their continuing after the end of formal grant funding. Finally, Chapter 10 presents reflections on the evaluation process from the perspective of an evaluation officer at the DeWitt Wallace-Reader's Digest Fund. Appendices include questionnaires for the library media specialist, principal, and teacher. (Mes)
The myth of educational reform : a study of school responses to a program of change by Thomas S Popkewitz( Book )

12 editions published between 1981 and 1982 in English and held by 473 WorldCat member libraries worldwide

Reducing the risk : schools as communities of support by Gary Wehlage( Book )

9 editions published between 1989 and 1990 in English and held by 409 WorldCat member libraries worldwide

Effective schools provide at-risk students with a community of support that encourages school membership and educational engagement. This study describes effective dropout prevention programs, develops a generalizable, theoretical framework for understanding the relationship between at-risk students and their schools, and suggests local and state policy changes to improve schools. Data were gathered from site visits to 14 secondary schools selected on the basis of their successful dropout prevention programs. Key findings include the following: (1) successful schools created a supportive environment that helped students overcome impediments to membership and engagement; (2) impediments to engagement include absence of economic pay-off after graduation, a narrow conceptualization of learning, and a superficial curriculum; (3) successful programs matched student needs and problems, and took advantage of student interests and strengths; and (4) the teachers at successful schools accept a proactive moral responsibility for educating at-risk youth. Suggestions for improvement focus on encouraging alternatives for at-risk youth, the need for a systematic approach to school reform, and the establishment of community partnership strategies. Thirteen tables of statistical data and a chart illustrating the school factors involved in dropout prevention are included. The appendices comprise descriptions of the 14 schools studied and a discussion of the research methodology employed. An index and a list of 83 references are also included. (Fmw)
Social studies curriculum in perspective; a conceptual analysis by Gary Wehlage( Book )

7 editions published in 1972 in English and Undetermined and held by 278 WorldCat member libraries worldwide

Effective programs for the marginal high school student by Gary Wehlage( Book )

3 editions published in 1983 in English and held by 253 WorldCat member libraries worldwide

Successful school restructuring : a report to the public and educators by the Center on Organization and Restructuring of Schools by Fred M Newmann( Book )

6 editions published between 1995 and 1996 in English and held by 178 WorldCat member libraries worldwide

Since the late 1980s, education reformers in the United States have emphasized "restructuring" of schools. This book synthesizes 5 years of research conducted by the Center on Organization and Restructuring of Schools (cors). From 1990 to 1995, the center analyzed data from the following sources: (1) the School Restructuring Study (srs), an examination of 24 significantly restructured schools; (2) the National Educational Longitudinal Study of 1988 (nels: 88), a nationally representative sample of over 10,000 students from grades 8 through 12; (3) the Study of Chicago School Reform, an analysis of survey data from 8,000 teachers and principals in 400 elementary and 40 high schools from 1990-94; and (4) the Longitudinal Study of School Restructuring, 4-year case studies of 8 schools. A conclusion is that the recent education reform movement gives too much attention to changes in school organization that do not directly address the quality of student learning. Student learning can meet high standards if educators and the public give students three kinds of support--teachers who practice authentic pedagogy, schools that strengthen professional community, and supportive external agencies and parents. The following structural conditions can enhance the professional community needed to promote learning of high intellectual quality--shared governance, independent work structures, staff development, deregulation, small school size, and parent involvement. Seven figures and 5 boxes are included. The appendix contains the Center's mission and lists members of its staff and national advisory panel. (Contains 30 references.) (Lmi)
School-based student and family services community and bureaucracy by Gary Wehlage( Book )

3 editions published between 1994 and 1996 in English and held by 118 WorldCat member libraries worldwide

The recent movement to integrate social services into schools to serve at-risk students is hampered by the proliferation of highly specialized human services. Each had different organizational approaches, one bureaucratic and the other communal. A study examined the Center on Organization and Restructuring of Schools' (CORS) data on 24 restructured schools to assess the impact of school organization (rather than specific restructuring features) on special programs that provide social, health, and career-development services for students at risk. Two schools from the CORS data were selected for indepth study: a middle school and a high school. A conclusion is that simply adding school-improvement services to bureaucratically organized schools is unlikely to prove effective. A focused vision and shared responsibility appear to be essential to building school community
Support from external agencies by Gary Wehlage( Book )

2 editions published in 1996 in English and held by 116 WorldCat member libraries worldwide

Nested in a complex environment of expectations, regulations, professional standards, and historical traditions, schools are the object of many influences. The main question of this paper is: To what extent and under what conditions do external agents help schools develop intellectual quality and strong professional communities? The paper examines data from the Center on Organization and Restructuring of Schools' (CORS') School Restructuring Study, which focused on 24 schools undergoing restructuring. The findings provide insights about the relationship between school structures and the schools' professional cultures. Three forms of assistance by external agents were found to have the potential to promote intellectual quality and professional community: sustained schoolwide staff development; standard-setting aimed at learning of high intellectual quality; and deregulation. By itself an external agent could not successfully transform an unfocused, fragmented school into one characterized by intellectual quality and professional community. Those schools whose culture already predisposed them to consider issues of intellectual quality and professional community found productive ways to use the resources and opportunities offered by external agents. In short, successful reform depended on interaction between positive aspects of culture and structure. However, independent developers, districts, states, and parents provided important technical assistance, funding, and political support. Each of the 24 restructuring schools experienced some positive influence from external agents. The most successful schools had basic cultural features that combined with structural autonomy to allow them to flourish at the margins of their educational systems. (Contains three references and four endnotes.)
Citizens, clients, and consumers : building social capital by Gary Wehlage( Book )

1 edition published in 1995 in English and held by 84 WorldCat member libraries worldwide

This paper addresses the potential of various proposals to reform a broad group of human-service organizations. It challenges two reform strategies that currently receive considerable attention. One strategy promotes collaboration among human-service organizations in an effort to deliver services to clients more efficiently and effectively. A second approach relies on a marketplace model to give consumers of services greater choice in an effort to make organizations more responsive to people's needs. It is argued that these two reform strategies focus too much on process--collaboration and consumer choice--and fail to give adequate considerations to outcomes and goals. They both take for granted the goal of increasing the independence of individual clients or consumers. They fail to address the collective needs of people and communities and do not recognize membership in a community as a resource. In contrast, the paper argues that the goal of human services should be to foster interdependence among people through the development of "social capital"--Strengthening the organization of families, neighborhoods, and communities. New York City's Beacons program, in which citizen participation is a norm, is described as a promising example of the school-centered, citizen-participation model of institutional reform. (Lmi)
A guide to authentic instruction and assessment : vision, standards and scoring by Fred M Newmann( Book )

3 editions published in 1995 in English and held by 82 WorldCat member libraries worldwide

Empowering communities for school reform : the Annie E. Casey Foundation's new futures initiative by Gary Wehlage( Book )

2 editions published in 1989 in English and held by 78 WorldCat member libraries worldwide

Despite many responses to the dropout problem, it remains unclear which school strategies are successful with at-risk students. State initiatives are well intentioned, but have certain limitations. Criteria such as local accountability, school-by-school regeneration and reform, longitudinal strategies, and horizontal coordination are needed. This paper describes the Annie E. Casey Foundation's New Futures Initiative, a project drawing on these criteria to help communities assist their at-risk youth. Community partnerships were created in five cities (Dayton, Ohio; Lawrence, Massachusetts; Little Rock, Arkansas; Pittsburgh, Pennsylvania; and Savannah, Georgia) to bring about improved school achievement, reduced dropout and teen pregnancy rates, and increased young adult employment. The paper focuses only on the educational aspects of the initiative. In each city, the heart of New Futures is a "community collaborative" charged with planning, coordinating, and implementing specific youth-serving programs. Governed by broadly representative boards, these "collaboratives" are empowered with the political authority to plan and execute policy. Cities will assess their plan's success through a set of 10 outcome indicators stipulated by the Casey Foundation. It is too early to know whether the specific activities generated by New Futures will constitute systemic reforms that enhance the educational outcomes of most students at risk. Certain questions have already arisen concerning the collaboratives' ability to represent more than the traditional power elite, to bring about systemic change, and to effect a reform agenda generated outside the schools. As an experiment, however, New Futures contains documents that could lead to the development of a broad commitment to the welfare of all children in the five participating cities, especially in their approach to issues of ownership and involvement. (20 references) (MLH)
Dropping out : how much do schools contribute to the problem? by Gary Wehlage( Book )

4 editions published between 1985 and 1989 in English and held by 72 WorldCat member libraries worldwide

This study looks beyond the individuals who drop out to determine the role of schools in the dropout process. It presents a profile of dropouts including the following characteristics: (1) low socioeconomic status, (2) poor school performances, and (3) in-school delinquency. It also addresses the reasons students give for dropping out. The data provide a picture of dropouts very close to that of non-college-bound adolescents who complete high school. Institutional characteristics seem to account for the separation between stay-ins and dropouts. In the typical high school where many drop out, teachers are not particularly interested in students and the discipline system is perceived as neither effective nor fair. The effects of dropping out on self-esteem and locus of control are seen as outcomes of formal schooling, dependent rather than independent variables. This report sees student and school interacting to produce dropouts, with schools having a responsibility to respond to students who are at risk. Three general policy reforms are recommended: (1) an enhanced sense of professional accountability among educators toward all students, (2) a renewed effort to establish legitimate authority within the institution, and (3) redefining school work to allow more students to achieve success and satisfaction. (LHW)
Effective programs for the marginal high school student : a report to the Wisconsin Governor's Employment and Training Office by Gary Wehlage( Book )

5 editions published in 1982 in English and held by 64 WorldCat member libraries worldwide

This four-part report provides both a theoretical framework and empirical data concerning effective programs for the marginal high school student. Part 1 addresses the problem of adolescent social development as a broad educational goal. Part 2 presents a set of six case studies describing special programs in Wisconsin designed for the marginal student: (1) Reuther Education At Large (Kenosha); (2) Lincoln Educational Alternative Program (Wisconsin Rapids); (3) Paper High School (Oconomowoc); (4) School Within a School (Janesville); (5) Alternative Learning Programs (McFarland); and (6) Academic Development Opportunity Program (Milwaukee). These programs were selected for study because they appeared to be effective in reducing dropout and truancy and had been praised by both educators and students. In part 3, an interpretation of the case study data is offered that derives a set of generalizable characteristics about effective programs: These characteristics are categorized in terms of administration/organization, teacher culture, student culture, and curriculum and instruction. Part 4 begins with an exploration of one of the most promising innovations found in effective programs--experiential education. Under the assumption that public schools are not likely to implement widely this type of curriculum for the marginal student, a public policy of limited vouchers is advocated to stimulate experiential education programs. (Authors/JD)
School-based student support services : community and bureaucracy by Gary Wehlage( Book )

1 edition published in 1995 in English and held by 12 WorldCat member libraries worldwide

A study of 24 elementary, middle, and high schools conducted by the Center on Organization and Restructuring of Schools (cors) found that simply adding school-based support services to bureaucratically organized schools is unlikely to prove effective, and does not necessarily produce better student achievement. However, the research linked schools with strong community to better student outcomes. This paper presents findings of a cors study that investigated whether a student- and family-support program in a communally organized school was more focused, coordinated, and effective than a similar program in a school organized along bureaucratic lines. Two schools from the cors sample were compared--Edison Middle School, located in a large urban district in the western United States, and Boone High School, which served an economically disadvantaged, racially mixed, student population. Findings show that Edison involved teachers in the Family Support Service (fss) center, which led to facultywide collective responsibility for students' academic and social well-being. In addition, the vision and organization at Edison established a balance between autonomy and collaboration with other organizations. At Boone High School, the specialized and bureaucratic organization contributed to the proliferation of fragmented programs, which led to a lack of organizational focus. A conclusion is that programs must be integrated into the organization of the school as a whole to create a focused vision and sense of shared responsibility. (Contains 10 references.) (Lmi)
El mito de la reforma educativa : un estudio de las respuestas de la escuela ante un programa de cambio by Thomas S Popkewitz( Book )

3 editions published in 2007 in Spanish and held by 11 WorldCat member libraries worldwide

¿Que ocurre con las ideas y prácticas que pretenden reformar los currículos y las pautas administrativas cuando se introducen en el <<mundo real>> de las escuelas? Los autores de "El mito de la reforma educativa" identifican tres formas institucionalizadas de escolarización (técnica, constructivista e ilusoria), y demuestran que en las escuelas que representan estas formas de escolarización, las ideas y prácticas de la reforma no fueron simplemente adaptadas, sino sustancialmente alteradas
The nature of explanation : implications for the teaching of history by Gary Wehlage( )

4 editions published in 1967 in English and held by 7 WorldCat member libraries worldwide

Community Collaboration : If It Is Such a Good Idea, Why Is It So Hard To Do? by Julie A White( Book )

1 edition published in 1994 in English and held by 3 WorldCat member libraries worldwide

This paper describes one effort to establish a collaborative around the issues of at-risk youth. The Annie E. Casey Foundation's New Futures Initiative was an attempt to build formal structures of collaboration among public and private organizations to address at-risk youth. Data were gathered over 5 years from the six cities in which the program was implemented--Dayton, Ohio; Lawrence, Massachusetts; Little Rock, Arkansas; Pittsburgh, Pennsylvania; Savannah, Georgia; and Bridgeport, Connecticut. Most observers agree that reality fell considerably short of the foundation's vision. This paper explains the disparity between theory and practice in community collaboration by analyzing three broad issues that plagued New Futures collaboratives: (1) slippage between policy intent and street-level action; (2) disjuncture between policy and actual social conditions; and (3) the need to build "social capital" to improve at-risk youths' life chances. In conclusion, organizations dominated by high-level decision makers and experts tend to become paternalistic, which undermines the fundamental goals of the collaborative. The recommendation is made to reconceptualize efforts at collaboration by turning to the community itself for additional expertise. (LMI)
Social Studies Assessment in Wisconsin Public Schools. a Position Paper by Gary Wehlage( Book )

1 edition published in 1973 in English and held by 2 WorldCat member libraries worldwide

The Public Law enacted in 1971 requires that fundamental subject matter areas taught in Wisconsin's public schools be assessed. It is proposed in this paper that assessment of the State's social studies programs needs to focus its attention on the school environment, which educators can and should control, change, and improve, rather than assessing student performance or on breaking social studies into component parts. In essence, evaluation procedures need to focus on the cultural environment; I.E. what the schools are doing to provide quality educational experiences and opportunities permitting examining, questioning, and testing evidence and beliefs, which influence the thought and actions of students and which contribute to the social studies goal of increasing human understanding. When assessment focuses on academic achievement of students it only measures the circumstances of birth and social situation. Three questions describing the existing pattern of social studies experience are: 1) What opportunities are provided by teachers to involve students in the action of problematic inquiry? 2) What is the role of student and teacher in social study? And 3) Do the methods and materials of social studies instruction maintain the integrity of the social disciplines? (Sjm)
Effective programs for at risk students by Gary Wehlage( Recording )

1 edition published in 1991 in English and held by 2 WorldCat member libraries worldwide

Effective Programs for the Marginal High School Student. Fastback 197 by Gary Wehlage( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

The characteristics of marginal high school students and the social dynamics that create conditions in schools that lead to truancy and eventual dropping out are described as an introduction to a discussion on how to deal with the problem. Guidelines for effective programs for marginal students are delineated, and the activities and scope of six effective school programs designed to involve marginal students in school work and motivate them to remain in school are described. Cited are: (1) Reuther Education at Large (real); (2) Lincoln Educational Alternative Program (leap); (3) Paper High School (phs); (4) School Within a School (sws); (5) Alternative Learning Program; and (6) Academic Development Opportunity Program (adop). The characteristics of an effective anti-dropout program are delineated in the areas of administration and organization, teacher culture, student culture, and curriculum and instruction. Suggestions are made for planning a successful program for marginal students. (Jd)
 
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Lessons from library power : enriching teaching and learning : final report of the evaluation of the national library power initiative : an initiative of the DeWitt Wallace-Reader's Digest Fund
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Wehlage, Gary G.

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